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Primary, Nursery & Special School Headteacher Briefings Spring 2016

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Welcome, Introductions, Farewells Keith Batty / Debbie Barnes / Heather Sandy

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CfBT’s Celebration of 14 years of work with Lincolnshire’s schools

TUESDAY 19 JULY 2016 1:30pm for 2:00pm Epic Centre, Lincolnshire Showground ALL LINCOLNSHIRE HEADS AND EX-HEADS ARE INVITED

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Key School Improvement updates Gill Curtis / Pat Eccles

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EYFS Data updates EYFS • The percentage of children achieving a good level of development in Lincolnshire is 69.1%, 2.8% higher than the National figure. • The gap between Lincolnshire and national data is reducing

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Phonics Data updates • The LA continues to be above the national threshold of 76.8%. • The 2015 phonics outcomes declined by 1.2% in Lincolnshire whereas national results increased by 2.6% Therefore the gap between the LA performance and national figures has reduced. • Gap between boys and girl’s performance is wider in Lincolnshire compared to national

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KS1 Data updates Level 2+ Reading up 1.5% now 0.3% below national Writing up 0.8% now 1.2% below national Mathematics up 1.3% now 0.7% below national L2B+

Reading up 2.1% now 1.8% below national Writing up 2.3 % now 2.3% below national Mathematics up 2.1 % now 1.7% below national

Level 3

Reading up 1.5% now 1.4% below national Writing up 0.6% now 1.1% below national Mathematics up 1.5% now 1.5% below national

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KS2 Data updates - Attainment Level 4+ GPS up 4.8% now 1.8% below national Reading up 1.5% now 0.3% below national Writing up 0.8% now 1.2% below national Mathematics up 1.3% now 0.7% below national L4B+

GPS up 5.9% now 2.2% below national Reading up 2.1% now 1.8% below national Writing up 2.3 % now 2.3% below national Mathematics up 2.1 % now 1.7% below national

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KS2 Data updates - Attainment Level 5+ GPS up 4.1% now 2.4% below national Reading down 0.6% now 0.5% below national Writing up 3.5% now 0.5% below national Mathematics up 0.9% now 2.2% below national Level 4 RWM up 2% now 1% below national Level 5 RWM up 1% now 1% below national

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KS2 Data updates – Attainment KS2 overview over time

2011

2012

2013

2014

2015

% Level 4+ in R,W & M

67%

76%

76%

77%

79%

National Figure 2015 80%

% Level 5+ in R,W & M

13%

21%

22%

22%

23%

24%

% Level 4+ in Reading

83%

88%

88%

88%

89%

90%

% Level 4+ in Writing

74%

83%

84%

85%

86%

87%

% Level 4+ in Maths

81%

85%

85%

84%

86%

87%

Data Source: DfE - https://www.gov.uk/government/collections/statistics-key-stage-2

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KS2 Data update - Expected Progress Reading down 0.2% now 0.5% below national (0.8% above SN) Writing up 0.2% now 1.2% below national (0.3% below SN) Mathematics down 0.1% now 2.2% below national (0.3% below SN)

RWM up 1.5% now 1.9% below national (0.4% below SN)

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Attainment of disadvantaged children and others at KS2 The gap in KS2 attainment L4+ in combined reading writing and mathematics between disadvantaged pupils and their nondisadvantaged peers has narrowed by 3.8% compared to last year. Is now 16.8%, However, this is still 1.7% wider than national But the gap is closing compared with 2014 which was -4.3%

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Proportion of Primary Schools below the floor standards • The percentage of schools below the floor standards in Lincolnshire is 2.9% compared to the national average of 5%. • This is a reduction of 4.5% compared with last year. • Although National, regional and statistical neighbour averages also dropped this year, Lincolnshire is now ahead of our comparators and in the statistical neighbour rank we are 3rd.

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KS4 Data updates • Lincolnshire's 5+ A*-C including English and maths figure 56.1%; this is below the National figure of 57.3%. • 27.2% of Lincolnshire pupils achieving the English Baccalaureate which is a 0.5% increase on last year and is above the national 24.4%. • Average capped points score per pupil for Lincolnshire pupils at 311.5 is below the National figure of 313.5

• A total of 14 Lincolnshire schools had more than 90% of their pupils achieving 5 or more A*-C for GCSE's (or equivalents) including English and maths.

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KS4 Data updates • The percentage of Lincolnshire pupils making expected progress in English has increased by 1.9% to 68.4% which bucks the national trend

where a 0.5% decrease has been seen. Despite this the Lincolnshire figure is still a cause for concern as this is still significantly below the national figure of 71.3%

• The percentage of Lincolnshire pupils making expected progress in Maths has decreased by 1.1% to 64.9%. This compares to the national trend

where a 1.4% increase has been seen. Lincolnshire is below National 67%

• Lincolnshire's gap in attainment for 5+ A*-C including English and maths between disadvantaged pupils and others has increased by 3.7% to 32.6%,

from 28.9% in 2014; this is significantly greater than the national gap of 28.0%.

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Floor Standards Calculations There are two ways for schools to look at the floor standard this year depending on whether they have opted to be measured by old or new standard: Calculations by option: • Old floor standards – 9 schools below • New floor standards – 8 schools below Overall 10 schools below floor standard by the measure that applied to them

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KS4 Data updates Floor standards • Lincolnshire has 10 secondary (19.2%) schools below floor standard which compares to a national value of 11.0% of schools • Lincolnshire is ranked joint 93rd out of 151 Local Authorities in 2015; this represents an improvement from 102nd in 2014.

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KS5 Data updates Key Points from the data released :  The overall average point score per Student in Lincolnshire is 819.5 points and compares favourably to a national figure of 763.9 points.  The overall average point score per entry in Lincolnshire is 214.2 points and compares favourably to a national figure of 211.9 points.  The average grade in Lincolnshire of a C is consistent with a national average grade of a C.  79.1% of Lincolnshire KS5 students achieved 3 or more A levels at grade A*-E and compares to a national figure of 77.2%.

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CfBT Key Priorities for School Improvement • Looking Ahead 2015-16 • Letter from Chris Russell (Ofsted East Midlands Regional Director) • The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2014/15 • East Midlands Priorities from 2015 update; 2014 key groups still remain focus • Local Authority Arrangements for Supporting School Improvement Priorities – Lincolnshire SEF • Preparation for LA Ofsted

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Ofsted Update

• Lincolnshire performance % of schools judged good or outstanding as at 31/01/2016

Nursery PRU Primary Secondary All Age Special Uninspected Schools Total Data Source: Performance Assurance OfSTED and School Situation Databases.

No. of Schools

5 2 270 50 1 20 14 362

No. of % schools schools judged judged outstanding outstanding

3 0 38 12 0 8 61

60.0% 0.0% 14.1% 24.0% 0.0% 40.0% 17.5%

No. of schools judged good

% schools judged good

% schools judged good or outstanding

2 1 203 25 0 12 243

40.0% 50.0% 75.2% 50.0% 0.0% 60.0% 69.8%

100.0% 50.0% 89.3% 74.0% 0.0% 100.0% 87.4%

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Ofsted Update • Feedback from Lincolnshire inspections • Survey Inspection activity – best practice Ofsted survey for care leavers, young carers and transition • Reading at KS2

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Latest updates and reminders • DfE Complaint procedures • DfE Behaviour and Discipline in Schools • DfE Effective buying for your school • Websites – DfE checklist • Safeguarding – SCR disqualification by association checks

Inclusive Lincolnshire Mary Meredith

Screen for learning needs For all pupils at risk Undertake screening for underlying special needs. At least, reading age and communication skills – see Communication Trust’s Progression Tools.

ISOS Review of SEND Provision 2014

Unmet Language Needs

Progression Tools

Early Help Assessment

• For all pupils at risk, explore environmental factors through consultation with parent/carer and pupil. Where unmet needs become evident, complete an Early Help assessment and engage services as appropriate. • If family declines, or TAC breaks down, contact locality Early Help consultant for support and advice.

The Pastoral Support Plan • For all pupils who remain at risk, implement either LCC’s PSP or school’s preferred tool. Engage parents/carers in the initial planning meeting and subsequent reviews.

• Contact locality reintegration caseworker if family declines.

BOSS Intervention • Refer any pupil who has not responded to Step One intervention to BOSS for targeted school-based support. • Consider managed move, brokered through BOSS.

Specialist Provision • Refer for pre-exclusion placement in specialist behaviour provision.

Dual Registration

• After a period of intensive support, work alongside BOSS to establish a reintegration ‘passport’.

Summer Term Briefings

• The one-off breach of behaviour policy. • A film about the impact of exclusion, and inclusion.

Lincoln Teaching and Learning Centre Provision Mark Wilson / Wayne Parkes / Andy McBurnie

Thursday, 04 February 2016 Presenters: Mark Wilson Josie Thirkell

Wayne Parkes Executive Principal WAT - Lincolnshire

Wellspring Academy Trust

Making a Difference The world is changing, education is changing. More now than ever, our children need an outstanding education. At Wellspring Academy Trust we believe that access to the best education is a right for all our young people. Our aim is to support schools through collaboration. We will ensure that our members are able to provide an excellent education for the children, families and communities that they serve. We believe in freeing teachers and leaders from bureaucracy to concentrate on providing the very best teaching, learning, support and development that every child deserves.

Wellspring Academy Trust

Making a Difference Our Vision Our vision is to provide a sustainably outstanding school experience for all. Our schools inspire innovation, creativity and aspiration for life. Our schools share a climate of high expectation and high aspiration for each pupil. High levels of support are matched with appropriate challenge to ensure that every pupil gets the maximum from school. Our young people are confident individuals, responsible citizens and successful learners. Our educational vision is one of inclusive, high achieving, community schools and a community of schools in which pupils thrive and which provide Value Added for the communities they serve.

Wellspring Academy Trust

Making a Difference Our Aims • Our Trust aims for all its schools to become outstanding schools under the OFSTED definition of the day • Our Trust aims to improve outcomes and life chances for the young people in its schools • Our Trust aims to impact positively upon the communities that are served by its schools

• Our Trust aims to increase its influence in the Lincolnshire region • Our Trust aims to contribute to system-wide improvement in education.

Wellspring Academy Trust

Making a Difference Our Trust… Your Trust Wellspring Academy Trust works for you. We are committed to adding value to your school, helping you to become

even more effective by providing the tools, the resource and the freedom to achieve the very best for every child in your care. The Trust is your Trust… a vehicle for you to make the difference… an enabling force for you to release the potential in everyone… a pathway to sustainable, long-term success. We want to help you become even better, every day. By working in partnership together, by freeing resources to make your money go further, by reducing administrative burdens, by investing in people, by connecting our learning communities, by building system capacity, by respecting individuality… We can make a difference.

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SEND Outreach Pathway Headteachers

• Lincolnshire’s Autism, Social Communication and SEND outreach Service. • A commissioned service to empower schools. • Referrals through school, with consent from families.

Criteria



WTT can support with transition into Primary school from term prior to school start.

FS2, KS1, KS2, KS3, KS4 

The child or young person is aged 4-19 and in a maintained mainstream or specialist school, academy or college.



The young person’s needs are deemed to be within the area of Social Communication.



The young person’s needs are a concern to both school and family (and possibly the young person themselves)



The referral document has been completed with school, family and young person’s views.



School and family have confirmed that they have read the roles and responsibilities section within the service booklet.



All parties have signed to consent to the roles and responsibilities in the above document, including the Head teacher.



Supporting documents, including individual learning plans and reports from any external agencies that are involved, have been included with the referral.



A named person within the school has been identified as point of contact.

Key messages • All information needs to be completed in the referral. • All parties need to sign agree to the roles and responsibilities of Working Together. • The reason for referral needs to be because there is a social communication difference.

How to contact WTT • All SENCos will have been initially contacted by their locality WTT person. • Documentation is emailed as updated. • Queries to [email protected] or phone Vicki Turner 07881 650631.

Lincolnshire Learning Partnership: An Introduction

Anthony Partington Principal, Stamford Welland Academy Chair of the Partnership Board

Function and Purpose of the Partnership • Over the past 18 months, through a task-and-design group of school representatives and then elected school and education/ children’s services representatives, Lincolnshire County Council has worked to create the Lincolnshire Learning Partnership (LLP). • The purpose of the partnership is to oversee and manage the development of a sector-led school improvement system in Lincolnshire, which places schools at the heart of improving the educational outcomes for children and young people. • The LLP Board, in a partnership alliance with Lincolnshire County Council, The Virtual Staff College and the Education Endowment Foundation is now leading this exciting and innovative approach to school improvement in the County.

In partnership with

Pre-1990s

Post-2010 Commercial resources

Central Government Local Authority ‘The Middle Tier’

Schools

Peer review

Executive leadership roles

Regional Schools Commissioner

Crowded ‘middle tier’ Teaching Schools

In partnership with

National Curriculum/ Exam Boards

Sector-Led School Improvement

Academisation

Multi Academy Trusts

In partnership with

‘By Whose Authority (ACDS)’ How will successful LAs relate to schools? • Being a challenging advocate on behalf of ALL children • Building capacity in the system for self improvement • Securing stability and sustainability of innovation and change • Providing and supporting effective commissioning • Holding the system to account • Exerting systems leadership, often without authority • Building alliances to create coherent place planning

In partnership with

School Improvement Service

Lincolnshire Learning Partnership

Expertise developed and retained by external providers

Developing expertise within Lincolnshire's schools

Focus on intervention rather than improvement

Collating and sharing ‘what works’

Local solutions to local issues

Generic messages and advice Schools working in isolation for their own children

Shared responsibility for the quality of education of all young people

In partnership with

S2S

• School to school challenge and support • Peer Review

• Monitoring Outcomes and Networks of Excellence LLAs • Lincolnshire Learning Advisors • Strategic Direction, research and innovation Board • Schools and Academies causing concern

In partnership with

Lincolnshire – current achievement challenges KS1 KS2 KS4

• L2+ attainment has remained relatively stable other than in maths which has decreased while the national average has risen in 2014.

• This is the first year that Lincolnshire has been below the national average in all core subjects.

• The percentage of schools falling below floor standard is 18.9% compares to a national value of 11.2%. • Lincolnshire is ranked 102nd out of 151 Local Authorities in 2014, a large drop from joint 61st in 2013

In partnership with

Ambitious, Achievable Aspirations Exceed national average outcomes at every key stage within three years

Reduce school exclusions by 25% in 2 years

Sustained progress at closing the attainment gap

In partnership with

100% of pupils attend a good or outstanding school

Function and Purpose of the Board • Whilst not established as a specific legal entity or legal partnership, the Board shares a long-term vision for the delivery of excellence in the education of children and young people in Lincolnshire.

• The Board will champion a vision for education in Lincolnshire within the wider context of the County Council’s strategic priorities by: • Advocating for learners and leaders to shape their own futures • Promoting successes, innovation and evidenced practice to benefit all schools • Empowering schools to build networks and work together to meet the needs of children and their communities • Challenging all schools to keep getting better • Building capacity in the system for school improvement, embracing and generating opportunities for school-to-school support • Commissioning a comprehensive offer of quality professional development and intervention for schools causing concern from a range of high quality services from Lincolnshire’s teaching schools or external providers • Overseeing the Schools Causing Concern processes and responding strategically to themes and trends that emerge

In partnership with

In partnership with

In partnership with

Lincolnshire Learning Partnership Narrative • Having read the narrative, share your thoughts with your table • What questions do you have? • Record any questions on the post-its provided and post on the walls

In partnership with

HAVE YOU BOOKED YOUR TICKETS? The Board is pleased to invite you to the formal launch of the LLP: Towards Equity and Excellence For All 22nd April 2016 at The Epic Centre, Showground, Lincoln In partnership with

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Future Format of Headteacher Briefings Anthony Partington

Headteacher Briefings • What are we worried about? • What’s working well? • What needs to happen?

• Discuss over coffee • When you return, write your ideas on post-its • Post on the relevant wall

In partnership with

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Break and Refreshments

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Future Format of Headteacher Briefings Anthony Partington

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Assessment and Curriculum Pat Eccles / Gill Curtis

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KS1 interim frameworks for TA • For English reading, writing and mathematics - 3 standards: • working towards the expected standard • working at the expected standard • working at greater depth within the expected standard. • For science, one standard (working at the expected standard). • Each standard contains a number of ‘pupil can’ statements. • Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s). • Please note the specific advice on handwriting.

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KS1 interim frameworks for TA (cont) • KS1 tests must be taken in May 2016 under existing STA test arrangements. • Test outcomes form one piece of strong evidence of independent work that a teacher must utilise when making their final teacher assessment judgement. • The raw score to scaled score conversion tables will be available to schools at the beginning of June 2016. • Schools will have to judge a child’s raw score as to how that influences the TA judgement. • Nationally there will only be guidance on a scaled score of 100 being equal to the ‘expected standard’.

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KS2 interim frameworks for TA • For English writing - 3 standards: • working towards the expected standard • working at the expected standard • working at greater depth within the expected standard.

• For English reading, mathematics and science, there is one standard (working at the expected standard). • Each standard contains a number of ‘pupil can’ statements.

• Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s). • Please note the specific advice on handwriting.

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Rochford Review –pupils working below national curriculum test standards • P levels to still be used in 2015-16 for some pupils – may change going forward • The interim TA framework is not a curriculum – it supports end of KS assessment: Interim Pre-Key Stage 1 Standards o Foundations for the expected standard Interim Pre-Key Stage 2 Standards o Growing development of the expected standard o Early development of the expected standard o Foundations of the expected standard

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Accountability reforms: school progress measure • Progress now a value-added measure, rather than ‘expected levels of progress’ measure. • A pupil’s KS2 score is measured against the average KS2 score for pupils nationally having the same prior attainment. • KS1 baseline is worked out by creating a combined score of all teacher assessment outcomes. • Up to and including 2019, progress to KS2 will use KS1 APS based on levels from pupils’ prior attainment.

• A school’s progress score will be calculated as the mean average of its pupils’ progress scores, so it will show whether overall pupils make above or below average progress compared to similar pupils in other schools.

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Allocating Point Scores

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Calculating a child’s progress scores

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Calculating a school’s progress scores

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Accountability reforms: floor standard • The new accountability system reflects the raised expectations of primary schools and recognises the excellent work they do. • In 2016, a school will above the floor standard if: o 65% of pupils or more achieve the expected standard in English reading, writing and mathematics or o pupils make sufficient progress in English reading, writing and mathematics.

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New approach to coasting schools • Floor standard identifies those schools that are failing to provide an acceptable level of performance in any one year. • The Government is also committed to identifying those schools where pupils do not fulfil their potential. • Education and Adoption Bill (2015) - new category of schools - DfE power to intervene directly (not LA) • Subject to passage of the Bill, in 2016 a school will be in this category if it is below these levels in all 3 of these years: o 2014 < 85% pupils achieve L4+ and pupils failed to make expected progress o 2015 < 85% pupils achieve L4+ and pupils failed to make expected progress o 2016 < 85% pupils achieve the new higher expected standard and pupils fail to make sufficient progress

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What does this mean for schools? • While the floor standard remains at 65%, schools will need to aim for at least 85% to achieve the higher national standard. • Schools will need to ensure they take steps to ensure all pupils are making good progress, not just those at the thresholds (as VA is a relative measure there will be no ‘target’ for progress). • Remember that, under the proposed legislation it is the DfE that will challenge the school if it meets the criteria for “coasting”.

E-safety – Dan Hawbrook

say “Staff, leaders and managers understand the risks posed by adults or young people who use the internet to bully, groom or abuse children, young people and vulnerable adults; there are well-developed strategies in place to keep learners safe and to support them in learning how to keep themselves safe” ‘Inspecting Safeguarding in Early Years, Education and Skills settings’ Ofsted 2015

To enable schools to meet Ofsted requirements, and to support children and young people online, the LSCB is offering online safety training for the school community. These are bespoke packages available for both primary and secondary covering complex and sensitive safeguarding issues. Schools can request: • • •

e-Safety lesson covering the key elements of online safety which meet the requirements of the Computing curriculum Whole school staff training including information on risks such as exploitation, grooming and bullying, and how they can be managed Parent session covering appropriate apps, filters and how they can help their children stay safe online The LSCB also offer a full day course for all professionals including educators entitled ‘Safeguarding Children in a Digital World’.

Learning Objectives •

To gain an awareness of current technology and how it is used by children and young people

•

To demonstrate an understanding of the risk present through the sharing of personal information online

•

To show an awareness of the various responses and support available for children, young people and adults

To book an e-Safety session in school, or to request a place on one of our other safeguarding courses, please go to: www.lincolnshire.gov.uk/lscb and click on the Training link The e-Safety provision offered by the LSCB is funded by partner agencies. As such, LA maintained schools are able to access this service at a reduced cost due to the direct contribution made to the board by the Local Authority. LA Maintained Schools can access this service for £150 for the full day. Academies can receive this service at a cost of £200 for the full day. Any queries or question around content and booking, please email [email protected]

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SCoRE- Schools Collaboration on Resource Efficiency • Last opportunity to participate – 167 schools completed, 40 in training • Average reduction in electricity consumption 12% - £7358 • Improvements Boiler rooms o LED lighting upgrades o Pupil engagement as Lincolnshire Carbon Ambassadors (LCAs) o 938 tonnes of Carbon dioxide reduction annually o

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Other publications/research • Building an outstanding reading school • Closing the gap – test and learn • Promoting well being and responding to mental health problems • Understanding and dealing with issues relating to parental responsibility

Finance and School Forum Mark Popplewell – Finance Headteacher Representatives from Schools Forum

Reports presented to the Schools Forum in January 2016

Section 251 Benchmarking Information 2015/16 • Lincolnshire’s overall position has not greatly changed since last financial year. • Lincolnshire continues to receive one of the lowest levels of Dedicated Schools Grant (DSG) funding in the Country. • Lincolnshire also receives a relatively low level of government funding for services outside of the DSG. Lincolnshire spend £148 per pupil more on school transport than the England average, therefore there is less funding available to provide other support services to schools and children.

School Funding Arrangements 2016/17 • Government has not made any changes to the school funding arrangements for mainstream schools for 2016/17. • Formula factors have not changed for 2016/17 except for the reduction in AWPU monetary values to support the new behavioural outreach support services - £1.3m investment. • AWPU monetary values have reduced by 0.65725% across all key stages. • All budget share information is available on: http://www.lincolnshire.gov.uk/parents/schools/for-schools/secure-area/finance/

School Funding Arrangements 2016/17 • The ring-fenced DSG is cash flat again. • MFG set at minus 1.5% per pupil for 2016/17. • Increase in High Needs funding to support growth – Lincolnshire’s share c.£1m. This will support the continued increase in out of county placements. • Pupil Premium Rates for 2016/17 will remain protected at the current rates. • Autumn spending review announced a £600m saving nationally from the Education Support Grant (ESG) including phasing out additional academy funding. Reduction in ESG rates for 2016/17. • Government’s intention to implement a National Fair Funding Formula – consultation in the Spring.

Alternative Provision Arrangements • Education Funding Agency and Local Authority’s desire for transparency and openness of all Alternative Provision providers full costs to allow schools to make informed decisions. • Alternative Provision place funding is met from Lincolnshire’s DSG. • Support for Pilgrim school delivery model. • Consistent referral process for pre-exclusion places in Alternative Provision. • For dual-registered pupils accessing Alternative Provision, the Local Authority has no statutory duty to provide the transport. A single standard transport charge approach was supported by the forum as being fair to all schools accessing Alternative Provision.

Other Schools Forum Papers • Scheme for Financing Schools (maintained schools only) – Register of business interests – Clarification of borrowing • School and Early Years Finance Regulations 2016/17

Schools Forum • All Schools Forum Reports are available on: • http://lincolnshire.moderngov.co.uk/mgCommitteeDetails.aspx?ID =166 • Schools Forum meets four times a year – January / April / June and October